Northland Community and Technical College

OTA Program
OTAC 2110
Case Study Implementation Assignment
LEARNING OBJECTIVES ADDRESSED:
Select, adapt and sequence relevant and meaningful occupations and purposeful activities that support intervention goals and
plans.
Apply compensatory strategies to life tasks for specified clinical conditions.
Gather data from specified screening assessments, skilled observations, checklists, histories and interviews.
Administer selected assessments and use occupation for the purpose of assessment.
Use safety precautions, such as contraindications, use of infection control standards and universal precautions in client
interactions.
Use individual and group interaction and therapeutic use of self as a means of achieving therapeutic goals.
Adapt the environment, tools, materials, and occupations to the needs of clients and their sociocultural context.
Educate and train individuals in occupational therapy intervention.
Interact with client/family/significant others, colleagues and other health providers through professional written, oral and
nonverbal communication.
Adapt therapeutic interventions pertinent to the needs of the individual served.
Identify the need for continued and/or modified occupational therapy intervention or termination of occupational therapy services.
Identify needs of individual in discharge planning.
Produce documentation that meets the standards for reimbursement and effectively communicates the need and rationale for
occupational therapy services.
Apply the role of the occupational therapy assistant in collaboration with the occupational therapist in the OT process.
Plan and implement occupational therapy intervention for individuals from young adulthood through senescence.
Apply the AOTA Code of Ethics, Core of Values and Attitudes of Occupational Therapy and AOTA Standards of Practice as a
means of guiding professional interactions in client treatment and employment settings.
Identify appropriate referrals to specialists, internal and external to the OT profession.
Respond constructively to feedback.
Demonstrates respect for diversity factors of others including but not limited to socio-cultural, socioeconomic, spiritual, and
lifestyle choices.
Perform consistent work behaviors including initiative, preparedness, dependability, and work site maintenance.
Primary ACOTE Performance Standards addressed by Assignment:
B.2.9. Express support for the quality of life, well-being, and occupation of the individual, group, or population to promote physical
and mental health and prevention of injury and disease considering the context (e.g., cultural, personal, temporal, virtual) and
environment.
B.2.10. Explain the need for and use of compensatory strategies when desired life tasks cannot be performed.
B.2.11. Identify interventions consistent with models of occupational performance.
B.5.1. Assist with the development of occupation-based intervention plans and strategies (including goals and methods to achieve
them) on the basis of the stated needs of the client as well as data gathered during the evaluation process in collaboration with the
client and others. Intervention plans and strategies must be culturally relevant, reflective of current occupational therapy practice, and
based on available evidence. Interventions address the following components:
o The occupational profile, including participation in activities that are meaningful and necessary for the client to carry out
roles in home, work, and community environments.
o Client factors, including values, beliefs, spirituality, body functions (e.g., neuromuscular, sensory and pain, visual,
perceptual, cognitive, mental) and body structures (e.g., cardiovascular, digestive, nervous, genitourinary, integumentary
systems).
o Performance patterns (e.g., habits, routines, rituals, roles).
o Context (e.g., cultural, personal, temporal, virtual) and environment (e.g., physical, social).
o Performance skills, including motor and praxis skills, sensoryperceptual skills, emotional regulation skills, cognitive
skills, and communication and social skills.
B.5.2. Select and provide direct occupational therapy interventions and procedures to enhance safety, health and wellness, and
performance in ADLs, IADLs, education, work, play, rest, sleep, leisure, and social participation.
B.5.17. Promote the use of appropriate home and community programming to support performance in the clients natural environment
and participation in all contexts relevant to the client.
B.5.18. Demonstrate an understanding of health literacy and the ability to educate and train the client, caregiver, and family and
significant others to facilitate skills in areas of occupation as well as prevention, health maintenance, health promotion, and safety.

B.5.19. Use the teachinglearning process with the client, family, significant others, colleagues, other health providers, and the public.
Collaborate with the occupational therapist and learner to identify appropriate educational methods.
B.5.20. Effectively interact through written, oral, and nonverbal communication with the client, family, significant others, colleagues,
other health providers, and the public in a professionally acceptable manner.
B.5.22. Recognize and communicate the need to refer to specialists (both internal and external to the profession) for consultation and
intervention.
B.5.23. Grade and adapt the environment, tools, materials, occupations, and interventions to reflect the changing needs of the client
and the sociocultural context.
B.5.24. Teach compensatory strategies, such as use of technology and adaptations to the environment, that support performance,
participation, and well-being.
B.5.26. Understand when and how to use the consultative process with specific consumers or consumer groups as directed by an
occupational therapist.
B.5.27. Describe the role of the occupational therapy assistant in care coordination, case management, and transition services in
traditional and emerging practice environments.
B.5.28. Monitor and reassess, in collaboration with the client, caregiver, family, and significant others, the effect of occupational
therapy intervention and the need for continued or modified intervention, and communicate the identified needs to the occupational
therapist.
B.5.29. Facilitate discharge planning by reviewing the needs of the client, caregiver, family, and significant others; available
resources; and discharge environment, and identify those needs to the occupational therapist, client, and others involved in discharge
planning. This process includes, but is not limited to, identification of community, human, and fiscal resources; recommendations for
environmental adaptations; and home programming.
B.5.30. Under the direction of an administrator, manager, or occupational therapist, collect, organize, and report on data for evaluation
of client outcomes.
B.5.31. Recommend to the occupational therapist the need for termination of occupational therapy services when stated outcomes
have been achieved or it has been determined that they cannot be achieved. Assist with developing a summary of occupational therapy
outcomes, recommendations, and referrals.
B.5.32. Document occupational therapy services to ensure accountability of service provision and to meet standards for
reimbursement of services. Documentation must effectively communicate the need and rationale for occupational therapy services and
must be appropriate to the context in which the service is delivered.

Directions

Each student will be responsible for implementing two 15-30 min. Occupational Therapy Treatment
sessions according to the assigned case studies. As the Therapist you are responsible for implementing a
treatment session utilizing the treatment plan that you created for the assigned case study. As the
Therapist, you are responsible for arranging the time, location, and making sure the other two classmates
can be available for the needed time frame.
Locations: The nursing department has the large rooms and individual treatment rooms that can
be reserved. The side lab of the OTA classroom can be used when available. The treatments can
be completed at home, if the necessary equipment/materials are present.

Therapist: Pay attention to your time and adjust accordingly by adding or deleting planned tasks. Be
sure to include an appropriate wrap up to your session. No more than 30 minutes allowed.

Therapist: During the session, proceed as if you are treating a real patient on fieldwork. Proceed in a
start-to-finish fashion without going back and correcting any missteps unless you would truly do so in
the real world. It is not fair to your fellow students to start over and re-video. As in real life, you need
to adjust and move forward.

If you are the patient, it is your responsibility to role-play the case-study to the best of your ability. You
will be graded on your role play.

If you are the patient or observer, dont help your teammate by filling in gaps; answer only the questions
they ask, do only the things they ask you to do in the way they direct you, and if something isnt clear,
tell them you dont understand.

Following the treatment session, complete the appropriate documentation:

Therapist: Write a SOAP note and document correct charges/billing information. Complete the
Self-Reflection Assignment. Complete the Role Play Rubric regarding the Patient.
Patient: Score the therapists performance using the Case Study Implementation Rubric. Provide
written feedback to assist your teammates growth. Overinflating the score to avoid hurting your
partner(s) feelings is not helpful; youd rather learn about areas you need to step it up from a
classmate than from your fieldwork educator during Level II fieldwork!
Observer: Video the session and upload the video to You-Tube and send the instructor the link to
the treatment session. Be sure to include all identifying information for your treatment session.
Score the therapists performance using the Case Study Implementation Rubric. Provide written
feedback to assist your teammates growth. Overinflating the score to avoid hurting your partner(s)
feelings is not helpful; youd rather learn about areas you need to step it up from a classmate than
from your fieldwork educator during Level II fieldwork! Complete the Role Play Rubric regarding
the Patient.

Total Points Earned for Assignment:

Therapist: 55 pts. Treatment Session: 40 pts. SOAP note: 10 pts.; Self-Reflection: 5 pts.
Patient: 10 pts. Role Play Rubric: 10 pts.
Observer: 3 bonus points if no concerns reported by Therapist or Patient.

Case Study Implementation Rubric

Case Study:_______________________________________
Therapist:__________________________________________
Patient: ___________________________________________
Observer: _________________________________________
Rating Scale for Student Performance (FWPE):
4 Exceeds Standards: Performance is highly skilled and self-initiated. This rating is rarely given and would represent the top 5% of
all the students you have supervised.
3 Meets Standards: Performance is consistent with entry-level practice.
2 Needs Improvement: performance is progressing but still needs improvement for entry-level practice.
1 Unsatisfactory: Performance is below standards and requires development for entry-level practice. This rating is given when there
is a concern about performance
FWPE #
2, 3
4,5
7
18
Comments

7
10
Comments

14
15
16

Objective
Fundamentals of Practice/Basic Tenets of Occupational Therapy/Communication
Uses judgment in safety and adheres to safety regulations
Articulates value of Occupational Therapy and Occupation; Communicates role of
Occupational Therapy Assistant
Collaborates with client
Communicates effectively verbally and nonverbally;

Rating

Evaluation/Screening
Gathers relevant information regarding clients occupations
Administers assessment methods, interprets, and reports results accurately

Intervention
Implements client-centered and occupation-based interventions
Grades activities to facilitate progress
Effectively interacts with clients to facilitate accomplishment of goals

Comments

22
23
24
25

Professional Behaviors
Demonstrates initiative, preparedness, dependability, worksite maintenance.
Demonstrates effective time management
Demonstrates positive interpersonal skills; cooperation, flexibility, tact, empathy.
Demonstrates respect for diversity factors.
Dressed appropriately for clinical practice setting

Comments
Note: A minimum score of 3 in the first item (judgment & safety) and a minimum score of 2 in all other
areas is required to the Final practical exam.
Total Points: ___________/42

Signature: ___________________________________________________________Assignment

Case Study:
Therapist:
Patient:
Observer:

How do you perceive your performance in this assignment?

Are you satisfied with your performance on this assignment?
What interfered with your ability to do better on this assignment?
What did you learn from the feedback from this assignment?
How do you plan on incorporating this feedback into future assignments?

Signature: _________________________________________________

Self-Reflection

Case Study: Fred

Therapist: Brooke
Patient: Larissa
Observer: Gretchen

Good
2 pts.

Fair
1 pt.

Communication
2

Knowledge

Physical Actions

Remains in character and

answers questions
appropriately.

Responds appropriately
to treatment.

Total Points

9/10
Role Playing Rubric

Signature: Brooke Huerter OTAS

Poor:
0 pts.

Document Billing/Charges:
Patients Name:
Start Date:
Frequency: OT: 2x a day/ 5x a week PT: ________ ST: _______
Concurrent Therapy: C Group Therapy: G

Rug Level: ________________

Physical Therapy
Modality

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

Provider

Occupational Therapy
Modality

97535

15

Provider

BH

Speech
Modality

Provider

Daily Total
Assessment
Period Total

15
15